Abstract:

The aim of this study is to determine the awareness and opinions of science teachers who have received STEM education about STEM education. Phenomenology design of qualitative research method was used in the study. Content analysis was used to analyse the data. The study was conducted with 10 science teachers (4 female, 6 male) working in schools affiliated to the Ministry of National Education in Kayseri province in the 2022-2023 academic year. As a result of the study, it was determined that the teachers thought that the STEM approach was in relationship with other disciplines; some of the teachers did not take any STEM-related courses during their undergraduate education, while some of them took STEM courses during their graduate education. From the statements of the participants, it was understood that they associated STEM applications mostly with simple machines, electricity and energy. In the advantages of the application, it was found that providing meaningful learning and self-confidence development came to the fore for the students; in the disadvantages, situations such as lack of materials and insufficient level of readiness were revealed for the students. In the study, it was concluded that the importance of STEM integration was emphasised to be able to produce concrete products; the availability of materials and group work were preferred to ensure the effectiveness of STEM. It was stated that the support to be provided to teachers could be through in-service trainings and it was suggested that teachers who want to apply STEM approach should follow current developments.

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